St. Thomas’ Moorside C.E. (VA) Primary School
BEHAVIOUR AND
DISCIPLINE
POLICY
Policy adopted by staff: 22nd June 2005
Policy adopted by Governors: October 2005
Policy Review: 8th April 2008
Policy Review: June 2009
Policy Review: May 2012
Ref: BehaviourPolicy09
School Vision
Our vision for St Thomas’ is one where………
‘As friends and family we work together to provide a stimulating, enthusiastic and caring
environment, where everyone experiences personal success.’
Rationale
Our school aims to be a community where every individual is valued and cared for so that they
can develop to their full potential. We want to be proud of each other’s achievements. We
believe that good behaviour and discipline is vital to the proper functioning of the school. Our
vision for behaviour in school is one where…………
‘Teachers are able to teach and children to learn in a safe and secure learning environment.
Accepting challenges and enjoying praise and success.’
St Thomas’ staff November 2003
What is good behaviour?
Good behaviour is conduct which assists the school to fulfil its function, namely the
development of the potential of all pupils. Bad behaviour is conduct which prevents either a
pupil’s own development, disrupts the developmental process for other members of the school
community, or puts at risk other members’ personal safety.
Responsibility of behaviour
Behaviour is the responsibility of everyone in the school. All staff should praise good behaviour,
when they see it, as well as dealing with inappropriate behaviour. Children should be responsible
for their own behaviour and understand some behaviours are inappropriate and how they should
have behaved in the situation. Where children have specific behaviour problems, it is the
school’s responsibility to put them on an appropriate behaviour support programme. Parents are
expected to support the school with behaviour issues and work alongside in an open and honest
manner. This approach will help to remediate behaviour problems quickly. Children are actively
encouraged to be responsible well-behaved members of the school community within a
supportive and caring environment. Pupils are encouraged to make the right choices regarding
behaviour rather than being told what to do.
St Thomas’ Golden Promises
At St. Thomas’ we have a high expectation of behaviour from everyone in our school. We have
therefore drawn up a set of Golden Promises. These are Promises we follow that ensure our high
expectations are met. The Promises are meant to be positive and not a long list of un-acceptable
behaviours. They are as follows:
1. We always show respect for everyone in our school.
2. We always do as we are asked first time.
3. We always look after our own property and that of others.
4. We always behave in a way that allows us and others to learn and do our best.
5. We always think about the health and safety of others when moving around school.
The Always system
We have adopted the Always system as the key feature of the school’s behaviour management
system. In each classroom there is an Always chart. These have incremental steps that children
move up. There is one incremental step for each Golden Promise. Children move up the chart as
they demonstrate the use of our Golden Promises. If however they show inappropriate behaviour
then they move down the chart. The charts are very visual so children can see their progress. It is
encouraged that children move themselves up and down the chart when instructed by any
member of staff. When a child reaches the top of the chart they receive an Always Badge from
the Head teacher, where their achievement is celebrated. If however a child moves down the
Always chart then the child then takes their badge to the Head Teacher, who discusses with them
the breaking of the Golden Promise and how the child can earn their badge back. The child then
collects their badge from the Head teacher when they have earned it back.
Any member of staff can move a child up or down the Always chart. During lunchtimes it is the
responsibility of the MDS to inform the teachers of any children who have broken the Golden
Promises this is done by recording the child’s name and a brief description of the behaviour. This
needs to happen so the behaviour of children can be monitored at lunchtime by senior members
of staff and incidents reported to parents appropriately if necessary.
Children with Always badges should be rewarded with jobs and special things during the school
day. Those without badges should not be chosen. Every class will have an Always day at the end
of every ½ term. This will take place on the last week at a time chosen by the teacher. Children
wearing their Always badge can participate in the activity. Those who don’t are given alternative
work to do. The children should be unaware of when Always day will happen.
The merit system
The merit system compliments the Always system. Each child has a merit card to stick their
merits in. Merits can be given by any member of staff. They reward children for anything from
good behaviour to good work. Each classroom will have a merit chart to record each child’s
progress. For every five merits collected the child will record this on the class chart using a small
sticker. The child will then receive, in celebration assembly, a certificate at certain stages.
Bronze 25 merits, Silver 60 merits, gold 100 merits and Governors’ Platinum 200 merits.
Classroom reward systems
If teachers feel they would like to use other additional reward systems special to the class e.g
table points then this is appropriate in supporting the whole school behaviour systems.
Prefects
Year 6 children will have the opportunity to become Prefects. The children set their standards for
Prefects and a vote is taken to elect them. Prefects must be kind, helpful, responsible, generous,
careful, caring, thoughtful, well behaved, respectful, trustworthy, show good manners, gentle,
reliable, capable of doing the job, friendly, loyal and honest. Prefects will receive a Prefect
badge, which they will be able to keep. Jobs for Prefects will be allocated by the teaching staff.
Behaviour support programmes
The school has worked closely with Spring Brook School to put in place clear procedures and
strategies for behaviour support programmes. These programmes are used when the school’s
whole-school strategies are not working. The Deputy Headteacher is responsible alongside the
SENCo in drawing up programmes with class teachers and TA’s.
 Each child included in the programme will have a behaviour profile drawn up using
SNAP B or Boxall and Southampton profiles
 Each child included in the programme will have a risk assessment carried out
 Risk assessments will inform the target setting in the behaviour management plans of
each child
 The strategies section of the BM plan will included information around where and
when each individual intervention should begin
 Any behaviour management plan can be used to supplement an existing IEP
 Any child with other identified needs linked to learning must have an IEP in place to
meet them. Behaviour needs can’t be dealt with in isolation.
Detentions
Class teachers can keep children 10 minutes after school if they feel behaviour has been
inappropriate during lessons. If they wish to keep a child after school for a 30min detention then
24hrs notice must be given to the parents. The parents do not have to give permission for this to
happen. As long as a child is not put in danger from the timings, it is for the school to decide the
appropriateness of a detention and date.
Lunchtime detentions are appropriate at times. It is the responsibility of the classteacher to
ensure pupils are supervised properly. Pupils on lunchtime detention are allowed a reasonable
time to eat, drink and go to the toilet.
Golden time
Golden time is planned for every class on a Friday afternoon. Children can participate in Golden
time if they have completed the required amount of work that week. Children should not miss
Golden time for not having an Always badge.
Informing parents
Class Teachers will inform parents when behaviour is becoming increasingly inappropriate and
the school class based behaviour systems are not being effective. Parents can then work with
school on this issue. If behaviour is very inappropriate it may need the Head Teacher to contact
parents to come into school as soon as possible. The incident will be discussed and the handling
of it decided in partnership. If a child is to be excluded then parents will be given an explanation
as to the reasons for the exclusion its length and work will be given for the child to do at home.
After the exclusion the parent will be asked to accompany the child to school on their return so
school can explain how it is going to support their child in terms of behaviour and integration.
Strategies for dealing with behaviours
Record Keeping
If a child is displaying continuing disruptive behaviour and normal classroom strategies are not
working, then behaviour logs need to be kept to understand why the behaviour has happened and
identify triggers to the behaviour. See Appendix 1 for ABC sheet (antecedent, behaviour,
consequence). Recording in this manner, i.e. what happened before the behaviour, what the
behaviour looked like and sounded like and what happened afterwards, are key to planning
strategies for alleviating the behaviour. It is a much more powerful tool than a ‘crime sheet’ of
‘what, who, when, where’ etc. The ABC sheet is also less time consuming to complete.
Use of de-escalation techniques
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Clear warning given
Re-assurance/support
Choices given
Reminded of behaviour expectations
Audience removed
Rights/responsibilities talk
Change of task
Change of location
Distraction
Staff exchange
Use of positive handling
There are a wide variety of situations in which reasonable force might be appropriate, or
necessary, to control or restrain a pupil. They will fall into these categories:
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Where action is necessary in self-defence or because there is an imminent risk of
injury
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Threatening to abscond
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Where there is a risk of injury to self or others or significant damage to property
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A pupil attacks a member of staff, or another pupil
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Pupils are fighting
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A pupil persistently refuses to obey an order to leave a classroom
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A pupil is behaving in a way that is seriously disrupting a lesson and is a danger to self
and others.
Staff have a duty to act using only force which is necessary, reasonable and proportionate,
and should not under any circumstance use pain as a way of compliance. However, during
positive handling there may be injuries such as fingertip bruising or redness where there has been
contact with a child.
Procedure in positive handling
No physical intervention must take place unless one of the above examples have been displayed.
Always ensure another member of staff is there, unless immediate intervention is necessary.
Send for a Team Teach trained member of staff to deal with the situation. Do not wait, thinking
the situation may calm down. Once the Team Teach trained member of staff arrives listen to
their instruction and ensure they have someone with them. No more than 2 people should be
involved during positive handling. This is to minimise the audience for the child i.e some
children like the audience / attention.
After any positive handling records of the intervention need to be kept see Appendix 2. Only
Team Teach trained personnel are to use the Team Teach positive handling techniques.
Right of Search
Headteachers have the legal right to search pupils and their property if they believe the pupil(s)
may be carrying certain items. Searches must only be carried out by the Headteacher, Deputy or
other senior member of staff nominated by the Headteacher, and in the presence of an adult
witness. Female pupils will be searched by a female staff member, and male pupils by a male
staff member.
Power of search without consent applies for the following items:
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Knives and weapons
Alcohol
Illegal drugs
Stolen items
Tobacco and cigarette papers
Fireworks
Pornographic images
If any of the above mentioned items are found, then the parents will be contacted immediately.
The Headteacher may decide to exclude the pupil and/or contact the police. Each incident will
be dealt with according to the particular circumstances around the incident.
Confiscation
Staff employed by the school, have a right to confiscate items that are inappropriate to school
and/or disrupt learning. The item should be stored in the classroom usually in a tray for such
items e.g where pupils mobile phones are stored safely for the day.
Conduct outside the school gates
School has the legal right to discipline pupils for behaviour outside of the school hours and
premises. These could include incidents reported by members of the community or witnessed by
staff or other pupils. School should ensure that the information given is factually correct. If the
act is criminal then this must be reported to the police. In all instances, conduct outside the
school must be dealt with by the Headteacher or Deputy Headteacher. Parents / carers will be
informed about the child’s behaviour and what sanction the school will be imposing. The
sanction will usually take the form of contributing something towards the local community e.g
litter picking.
Racist, hate incidents and bullying records
In all instances a record will be made in the Heads behaviour log so that patterns can be picked
up over time. Parents will be informed and a record of what has happened post incident will also
be recorded. The Head will also send a report to the Local Authority using the LA NOMI
(incident reporting) system the following week.
Exclusions
The school has adopted the LA’s guidance on exclusions. Serious incidents in school are
recorded on file in the Head Teachers office. Behaviour can be monitored and evidence gathered
to support any formal exclusions from school. Children may be excluded from school for the
following.
1. Physical assault against a pupil
2. Physical assault against an adult
3. Verbal / threatening behaviour against a pupil
4. Verbal abuse / threatening behaviour against adult
5. Bullying
6. Racist abuse
7. Sexual misconduct
8. Drug and alcohol related
9. Carrying/using an offensive weapon
10. Damage
11. Theft
12. Persistent disruptive behaviour
13. Other serious incidents
This list is standard and some categories may not be used by a Primary school but they are there
if ever the case arises. If the Head Teacher is not available then the Deputy Head teacher has the
capacity to exclude a pupil.
Appendix 1
Antecedent Behaviour Consequence (ABC)
Recording Form
Student ………………………….
Staff Member……………………….
Antecedents
What happened before the
incident/causes?
Date/Time ………………
Setting ………………….
Behaviour
What behaviour was displayed?
Consequence
What action was taken to deal
with the situation?
Appendix 2
ST THOMAS MOORSIDE SCHOOL
Record of Incident Requiring Physical Intervention
Name:………..…………...…………….
Date………..………… Time…….………….
Class: ………………………….
Location…………………….…..…………………………
Reason for behaviour: (Tick)
□ Task frustration
□ Home worries
□ Changeover
□ Reaction to name-calling/provocation
□ Re-emergence of earlier incident
□ Challenge of adult authority
□ Not known
DETAILS
What was the behaviour you witnessed which made physical intervention unavoidable?
□ Self-harm
ANTECEDENTS:
□ Violence towards pupils
□ Violence towards staff
□ Damage to property
□ Serious disruption of learning environment
□ Attempts to place self in danger
□ Refusal to stop unsafe behaviour
□ Threat of absconding
□ Fighting
De-escalation strategies used before and during physical intervention
□ Clear warning given
□ Re-assurance/support
□ Choices given
□ Reminded of behaviour expectations
□ Audience removed
□ Rights/responsibilities talk
□ Change of task
OTHER:
□ Change of location
□ Distraction
□ Staff exchange
□ Withdrawal offered
□ Humour
□ Planned ignoring
□ Calm Talking
T.E.A.M. T.E.A.C.H. Authorised holds. Number in order used
Guiding and Escorting
Friendly Hold
One person single-elbow
Two person single-elbow
Figure of four
One person double elbow
Two person double elbow
Wrap hold
Wrap to ground kneeling
Wrap to chairs
Half shield
Seated wrap with leg sweep
Give details of staff exchanges:
Were ABC monitored throughout IPI?
Duration of physical intervention
Duration of intervention overall
Details of any injuries to:
PUPIL
First aid given?
Y/N
STAFF
By whom?
See First aid log
How was the incident resolved?
Focus of Life Space interview:
Review of pupil’s risk assessment/care and support plan as a result of this incident
Agreed by staff…………………………………………………. Date………………………...
Agreed by pupil/parent……………………………. Monitored by…………………………...